The Experience of Training: A Study of Students at the National Teacher Training College in Lesotho (CIE, 2000, 39 p.)

(introduction...)

Multi-Site Teacher Education Research Project (MUSTER)

Acronyms and Abbreviations

Abstract

Chapter 1: Introduction

Chapter 2: Research Methods

Chapter 3: Data Analysis

Chapter 4: Findings

Chapter 5: Conclusions

References

Appendix 1: Lesotho Midway Likert Items

Appendix 2: Mid-Way Questionnaire

Chapter 5: Conclusions

This is a very small sample and we should be wary of drawing too
many firm conclusions from it. The evidence comes mainly from student written
data - the survey and diaries - and had there been more time to conduct
individual and/or focus group interviews a clearer picture might have emerged.
However, the findings of the companion studies confirm the general direction of
the results. Together they present a quite worrying picture of how some students
are experiencing the DEP curriculum and, if substantiated, call for some serious
rethinking of the curriculum and of how it is taught.

The following are some of the main points emerging:

· On the whole,
students are pleased to be at the college and say they still intend to be
primary teachers. The overall impact of the course so far has been to make them
aware of the complexity of the teacher's task and of the hard work involved. It
does not appear to have had much effect on their attitudes towards teaching in
general.

· Consistent with these
expressed career intentions, they value most what they are learning in the
professional components of the course and would like this aspect of the
curriculum to be enhanced. Midway through the course, they feel they have not
had enough practical experience in, or relevant to, the primary schools.

· They valued the bridging
course, but in spite of that chance to upgrade their subject knowledge and study
skills, many are finding the academic aspects quite difficult, and struggle to
understand, especially in Science. One reason may be their relatively poor
English language skills, and another their lack of good study habits and skills.

· Good teaching is shown in some
cases to help them overcome their difficulties, maths being a positive example.
But in too many subjects the teaching seems uninspired, and not matched to their
needs, either as college students or as future primary teachers. This is borne
out by the classroom observations.

· Teacher educators should be
able to demonstrate different teaching strategies and show how these can be
applied flexibly, but this does not seem to be happening much. In particular,
students are not taught how to work in groups. This means it is unlikely they
will in turn be able to use this method fruitfully in schools. Very few tutors
are modelling the styles of teaching that should be used in primary classrooms.

· There is a gap here between
the rhetoric and the practice. Both the aims of the curriculum, and the
expressed views of tutors (Stuart et al, 2000) indicate a learner-centred
approach. But there is little evidence from this study, or from the classroom
observations, that tutors are 'getting to the level of the student', 'taking
account of individual differences', or 'helping those with difficulties'. By the
same token, students are not learning to solve problems, or to become creative
and reflective practitioners. Examples of professional reflection in the diaries
are very rare.

· Assessment practices are not
satisfactory from a number of angles. There seems a good variety of continuous
assessment methods used, but coordination between subjects is lacking, and tests
and tasks are often set at the same time. This results in further stress for
students, and probably in poorer achievement.

· More seriously, the anecdote
about handing in phoney research papers suggests a climate of cheating. Informal
discussion with tutors suggests that students often copy even in exams. The fact
that the University Senate has returned exam results several times because of
the highly skewed distribution of marks is further evidence. It is not clear
whether such irregularities come from the lack of responsibility on the part of
students only, or whether tutors also connive in such practices.

· Physical resources appear to
be largely adequate at the college, though students still complain about the
facilities. Other studies confirm that students do not use enough textbooks in
class, nor do they have access to primary school materials. For some parts of
the course there do not seem to be enough tutors.

· The curriculum as a whole
seems overloaded, compartmentalised and somewhat out of date; students have
little study time and little tutorial support while doing their many
assignments. A more slimmed down and focussed curriculum, with more attention
paid to individual student needs, especially in language and study skills, and
with remedial help available in core subjects, might raise student morale, and
perhaps make them more ready and willing to cooperate with each other as well.

· One of the saddest findings
from this study is that students' perceptions of many tutors are quite negative,
though there are honourable exceptions. The evidence here suggests some tutors
are poor role models not only in teaching but also in nurturing and supporting
student teachers through a difficult and demanding curriculum. Some tutors'
standards of punctuality, courtesy, caring, responsibility and professional
ethics leave much to be desired. One wonders how far the students will
internalise these models and eventually reproduce them in their
jobs.